A poesia de Manoel de Barros na sala de aula: “para encontrar nas palavras novas coisas de ver”

Abstract

In this work, we discuss the conditions of receptivity of poetry. Many students have difficulty interacting with the poem: they do not like to read and / or do not understand what they read. Why do not they like it? Why do not they understand it? What are their difficulties? It was these questions that guided this work. The poem is a genre that works the word, artistically. In poetry, words are taken out of the usual context and assume new connotations. At the time of reading, this peculiarity of the genre needs to be considered. Therefore, one of the assumptions we made was that the students' difficulty would be related to the procedures adopted in reading. From this assumption, one of the hypotheses we defended was that the teacher's mediation, the systematization of the classes and the proper selection of the texts could contribute to develop in the pupils the interest in poetry and the competence to read and interpret poems. The results confirmed the hypotheses and showed that the majority of the students who participated in the research have little contact with the poem. The difficulty of reading, therefore, is associated with the lack of experience with the poem. Based on these results, we elaborated a proposal of pedagogical intervention to support the work with poetry in the classroom. One part of the proposal is an adaptation of a reading sequence, suggested by Rildo Cosson (2016). The texts contemplated in the activities are, for the most part, poems by Manoel de Barros. Research data showed that the aesthetic and linguistic devices employed by the poet arouse students' interest in poetry and favor the understanding of poetic language. In order to base the research, we take as main references the studies of Leffa (1996), on aspects related to reading; of Iser (1996) and Jauss (1994), that deal with the reception of the literary text; of Cosson (2016), on the teaching of literary reading; de Paz (2012), on poetry; of Gebara (2012) and Pinheiro (2018), who discuss the teaching of poetry.